The Research On The Application Of Inquiry Learning In High School Physics Review Session

The new curriculum standard of 2017 emphasizes to further improve students'comprehensive quality and focus on developing students' core quality.Teenagers are the future of a nation,and how to cultivate their talents has become the most concerned problem today.One of the aspects of the concern is how to foster teenagers'lifelong learning skills.In order to meet the new demands,some traditional teaching methods against students' cognitive needs would be abandoned,such as the spoon-feeding teaching and teacher-dominated learning.As a new way of learning,inquiry learning helps engage students more effectively and develop students'inquiry ability and creativity.This paper focuses on the effect of inquiry learning applied in high school physics review session.With limited time while heavy tasks in the Senior 3 physics revision,students are very likely to be weary of doing tons of exercises.That's why the College Entrance Examination is called "the Dark June".Students all suffer more than they can bear,which will have a negative impact on their later learning and thinking styles.And inquiry learning might be a possible solution to this problem.First,2 classes of Senior 3 were surveyed with questionnaires in order to know:the current situation of applying inquiry learning in Senior 3 physics revision;the factors that influence the application of inquiry learning in Senior 3 physics revision.And the survey shows:(1)83%of the students have no idea of inquiry learning.Most students are score-oriented when they apply inquiry learning.And the teaching content is tailored more closely to the needs of examination and syllabus,than the needs of students' cognitive development.(2)The factors influencing the application of inquiry learning include:①Students.41%of the students are willing to participate in inquiry learning,while 28%of the students are more concerned that inquiry learning might result in lower test scores.②Teachers.25%of the teachers don't know how to foster divergent thinking.But most teachers can value and pay great attention to students'questions or doubts.③Teaching institution.School is willing to provide material support and resources to inquiry learning activities.But the number of class period for inquiry learning should be no more than what is required in the syllabus.④Society.Due to the high stakes of College Entrance Examination,test scores are the most important part of the evaluation results.Only 3.2%of the respondents believe students' cognitive development should be equally valued,which greatly deprives the motivation for inquiry learning.According to the survey and practical teaching situation,the following teaching strategies are suggested:refresh students' learning concepts,engage students in inquiry learning in Senior 3 physics revision;create the context in favor of inquiry learning;set up a series of questions and guide students to pose questions,analyze and solve the questions;explore more possibilities and improve the efficiency of inquiry learning in revision;enter the lab and enhance students' teamwork skills;diversify the revision by choosing different techniques and promote students' cognitive development;guide students to summarize and enhance their physical thinking ability.Then the researcher(also the teacher of the experimental and control group)conducted the teaching experiment under the guidance of the teaching strategies above.Inquiry learning was applied and its effect was surveyed.The conclusions are as follows.The credit scores of Physics improve among the experimental group students.And students are more effectively engaged in review session and capable of independent learning with higher awareness of inquiry and better problem-solving ability.The efficiency of revision has been greatly improved.This research can help provide practical implications for high school Physics teachers.